FSTL TEKS EA Keeping Safe - Looking For Lunch

Blackline master

Snake vs. Bird

Who is hiding there?

Can you figure out what is hiding in each of the photographs?

What animal can you see?

Lesson Plans

Activity card

Who can catch the most animals to eat?

1. Work with a friend and decide who will be Snake and who will be Bird. Cut out the name tags. Use sticky tape to put on your name tags.

2. Cut out all the cards below.

3. Use the cards to play a game of memory.

Who will win: Snake or Bird?

Why is the animal hard to see?

Name tags:

Snake

✂ Bird

✂

Early reading stage Level F (10)

Keeping Safe reports on how some animals stay safe from predators.

Readers are encouraged to find the animals in the photographs.

Running words: 190 Text type: Report

Looking For Lunch is a story about a bird and a snake that look for lunch in a forest where the animals are very good at hiding.

Running words: 235 Text type: Narrative

High-frequency words

Key vocabulary

New: any be eat/ing from just keep know long many other very would

animals bird/s brown butterfly caterpillar catch feet flower forest frog/s green hangs helps hid hides holds hungry insect/s leaf leg lunch log moth plant pond rock spider/s tree under worm/s

Phonics

• I dentifying the vowel digraph “a–e” as in snake, safe • Identifying the vowel digraph “i–e” as in hide, time

Text features Keeping Safe Looking For Lunch

• Q uestions and answers; photographic index • Exclamation points; question marks • I llustrations support the text

Reading strategies

• U sing semantic cues to decode • Using semantic cues to reread and correct

Texas Essential Knowledge and Skills

Assessment Can the student refer to the text to find specific information?

Can the student use this information to fill in a data chart?

Flying Start to Literacy Lesson Plans Keeping Safe / Looking For Lunch © 2009–2019 EC Licensing Pty Ltd.

Flying Start to Literacy Lesson Plans Keeping Safe / Looking For Lunch © 2009–2019 EC Licensing Pty Ltd. Developed by Eleanor Curtain Publishing

© 2009–2019 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2009–2019 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice.

All other rights reserved.

okapi educational publishing

Text: Kerrie Shanahan and Lyn Reggett Consultant: Susan Hill Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.flying-start-to-literacy.com

Phonics 1(2) (B) (iii) Demonstrate and apply phonetic knowledge by: decoding words with closed syllables; open syllables; VCe syllables; vowel teams, including vowel digraphs and diphthongs; and r-controlled syllables.

1(2) (B) (vi) Demonstrate and apply phonetic knowledge by identifying and reading at least 100 high-frequency words from a research-based list.

Reading 1(6) (I) Monitor comprehension and make adjustments such as rereading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.

1(7) (D) Retell texts in ways that maintain meaning.

1(10) (B) Discuss how the use of text structure contributes to the author’s purpose.

Writing 1(7) (B) Write brief comments on literary or informational texts.

Speaking and Listening 1(10) (C) Discuss with adult assistance the author’s use of print and graphic features to achieve specific purposes

Lesson 1

Lesson 2

Keeping Safe

Key concepts • S ome animals hide to keep safe from predators.

• A nimals that hide have different ways of doing so.

• Some animals hide by pretending to be something else.

Before reading

After reading

Getting ready to read

Talking about the book

Encourage students to activate their prior knowledge.

Ask the students to sit in pairs, facing each other, and to talk about the different ways that animals keep safe.

Ask: What are some of the ways that animals try to stay safe from other animals that might want to eat them? Use the students’ responses to make a group list on a chart.

Ask the students to talk about the book. Promote discussion by choosing questions that are appropriate for your students. Ask them to support their answers by referring to the photographs and the text in the book.

What does the butterfly look like? How does it help the spider to be the same color as the flower it is on? (Literal) Why do insects sometimes look like something they are not? (Inferential) What other animals try to look like things they are not?

(Synthesizing) Were the insects difficult to see? Did you enjoy trying to spot the animals? Why do you think the author chose to present the book this way? Why do you think he chose these photographs? (Critical)

Vocabulary building Write the words from the index on a chart. Talk about each of these animals and how they might stay safe. Ask: What might these animals do to keep safe from other animals that want to eat them? Which animals might want to eat them?

Introducing the book Give each student a copy of the book Keeping Safe. Say: This book is called Keeping Safe. It is a report that has questions and answers. It is about animals that keep safe from predators by pretending to be something they are not. Talk the students through the book. Ask: What animal can you see here? What does the animal look like? Respond using the structure of the sentences in the text. For example, say: Yes, this insect looks just like a stick. This helps the insect to keep safe from birds that would eat it.

During reading Ask each student to read the text independently. Monitor the students as they read and support them where appropriate. If necessary, ask the students to stop reading and remind them to use the reading strategies you are focused on. For example, check that the students are using semantic cues to help them decode the text. Do the students read for meaning? Encourage this behavior. Ask: What word would make sense there?

Reviewing reading strategies Encourage the students to identify what they did to help themselves as readers. What are some of the things you did to help yourself? If appropriate, comment on how well the students used semantic cues. You were really thinking about the words the author chose to make sense of the information.

ELL support • Photographs support and extend the text.

• Introduction states the main concept of the book.

• Illustrated index.

Looking For Lunch

Returning to the book

Key concepts • Some animals hide to keep safe from predators.

• Animals that hide have different ways of doing so.

• Some animals hide by pretending to be something else.

Provide multiple opportunities for the students to read and interact with the book again – with teacher support, with a partner, and independently. Choose activities that are appropriate for your students.

Developing fluency Ask the students to practice reading the book with a partner. Encourage the students to read the book fluently. You will need to make your voice sound smooth so that the person you are reading to can understand what you are saying.

Word work Phonemic awareness and phonics Write the words “safe” and “snake” on the board. Talk about the long /a/ sound in these words. What letters make the /a/ sound? Underline the “a” and “e” in these words. What other words have this letter combination? Ask the students to work in a small group to write and/or draw a list of words that have the long /a/ sound made by “a_e”.

Exploring words Ask pairs of students to scan the text and to make a list of action verbs that are related to animals keeping safe (hide, hangs, holds, etc.). Encourage each pair to share their list and to make a group list of action verbs.

Writing Modeled writing Ask the students to talk about the animals from the book and the ways that they keep safe. Use the students’ ideas to fill in a T-chart with the headings “Animal” and “How it keeps safe”. Invite the students to contribute using their knowledge of high-frequency words. For example: Who can write “them” on our chart? Students should also be encouraged to identify sounds within words. For example: We need to write the word “catch”. Who can hear the sounds in “catch”? Who can write those letters on the chart?

Independent writing Ask the students to write about one of the animals from the book, explaining what it does to keep safe.

Sharing and presenting Ask the students to share the T-chart with the class.

Before reading

After reading

Getting ready to read

Talking about the book

Encourage students to activate their prior knowledge.

Ask the students to talk about what birds and snakes might eat for lunch. Ask: If a bird was looking for food, what things might it be looking for? If a snake was looking for food, what sort of things might it be looking for?

Ask the students to talk about the book. Promote discussion by choosing questions that are appropriate for your students. Ask them to support their answers by referring to the illustrations and the text in the book.

Why were Bird and Snake in the forest? Why couldn’t Bird and Snake catch any animals? (Literal) Did Bird and Snake help each other? Why did they leave the forest?

(Inferential) Who were the main characters in the book? (Synthesizing) Did you like the ending? How could it have been different? (Critical)

Vocabulary building Write the names of the characters from the book on the board (Bird, Snake, Butterfly, Moth, Stick Insect, Spider, Green Tree Frog, Brown Frog, Caterpillar). Read through the names of the animals. Ask: Which animals from this list might like to eat other animals in the list? Discuss the students’ responses.

Introducing the book Give each student a copy of the book Looking for Lunch. Say: This book is called Looking for Lunch. In this story the main characters are a bird and a snake that go looking for lunch together.

In the end they are no help to each other and they go hungry. Talk the students through the book. Ask: What are Bird and Snake doing here? What animals are on this page? What might they do if they saw Bird and Snake coming? What might they say? Respond using the structure of the sentences in the text. For example, say: Yes, the butterfly might say, “Keep still like a leaf.”

Reviewing reading strategies Encourage the students to identify what they did to help themselves as readers. What are some of the things you did to help yourself? If appropriate, comment on how the students reread to make sense of the story.

ELL support • Illustrations are clear and support the storyline.

• Main characters are introduced on the first page.

• There is a clear problem and solution.

Provide multiple opportunities for the students to read and interact with the book again – with teacher support, with a partner, and independently. Choose activities that are appropriate for your students.

Developing fluency Ask the students to work with a partner and read the book to each other. Encourage the students to read with expression. For example: How would Butterfly sound when she says that? Try to make your voice sound this way.

Word work Phonemic awareness and phonics Write the word “bike” on the board, with the “i” and the “e” underlined. Talk about the word. This word says “bike”. The “i” and the “e” make the long /i/ sound. Ask the students to find other words like this in the book.

Exploring words Ask the students to refer to pages 14 and 15 of Looking for Lunch. Read the pages using expression. Talk about the “saying verbs” used in the text. Why do you think the author used the words “hissed” and “screeched” instead of “said”? Ask the students to turn and talk with a partner about other words that can be used instead of the word “said”.

Writing Modeled writing Create a story map that retells the main events of the story.

Encourage student input. What did Bird and Snake do first?

What did the animals do when they saw Bird and Snake coming?

What happened next? Invite the students to contribute using their knowledge of high-frequency words. For example: Who can write “saw” on our chart? Students could also be encouraged to identify sounds within words.

Independent writing Ask the students to write about how Snake and Bird felt at the end of the story.

During reading Ask each student to read the text independently. Monitor the students as they read and support them where appropriate. If necessary, ask the students to stop reading and remind them to use the reading strategies you are focused on. For example, check that the students are using semantic cues to reread and self-correct. Are the students rereading and checking the meaning of the sentences?

Encourage this behavior. Try that again. This time, check that it makes sense.

Returning to the book

Sharing and presenting Ask the students to sit facing a partner and to take turns talking about their writing.

Synthesizing: Talk about the pair After reading both books, ask the students to turn and talk with a partner about what they have learned.

Students could then make a list of the different ways that animals keep safe when other animals want to eat them.

Blackline master

Snake vs. Bird

Who is hiding there?

Can you figure out what is hiding in each of the photographs?

What animal can you see?

Lesson Plans

Activity card

Who can catch the most animals to eat?

1. Work with a friend and decide who will be Snake and who will be Bird. Cut out the name tags. Use sticky tape to put on your name tags.

2. Cut out all the cards below.

3. Use the cards to play a game of memory.

Who will win: Snake or Bird?

Why is the animal hard to see?

Name tags:

Snake

✂ Bird

✂

Early reading stage Level F (10)

Keeping Safe reports on how some animals stay safe from predators.

Readers are encouraged to find the animals in the photographs.

Running words: 190 Text type: Report

Looking For Lunch is a story about a bird and a snake that look for lunch in a forest where the animals are very good at hiding.

Running words: 235 Text type: Narrative

High-frequency words

Key vocabulary

New: any be eat/ing from just keep know long many other very would

animals bird/s brown butterfly caterpillar catch feet flower forest frog/s green hangs helps hid hides holds hungry insect/s leaf leg lunch log moth plant pond rock spider/s tree under worm/s

Phonics

• I dentifying the vowel digraph “a–e” as in snake, safe • Identifying the vowel digraph “i–e” as in hide, time

Text features Keeping Safe Looking For Lunch

• Q uestions and answers; photographic index • Exclamation points; question marks • I llustrations support the text

Reading strategies

• U sing semantic cues to decode • Using semantic cues to reread and correct

Texas Essential Knowledge and Skills

Assessment Can the student refer to the text to find specific information?

Can the student use this information to fill in a data chart?

Flying Start to Literacy Lesson Plans Keeping Safe / Looking For Lunch © 2009–2019 EC Licensing Pty Ltd.

Flying Start to Literacy Lesson Plans Keeping Safe / Looking For Lunch © 2009–2019 EC Licensing Pty Ltd. Developed by Eleanor Curtain Publishing

© 2009–2019 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2009–2019 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice.

All other rights reserved.

okapi educational publishing

Text: Kerrie Shanahan and Lyn Reggett Consultant: Susan Hill Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.flying-start-to-literacy.com

Phonics 1(2) (B) (iii) Demonstrate and apply phonetic knowledge by: decoding words with closed syllables; open syllables; VCe syllables; vowel teams, including vowel digraphs and diphthongs; and r-controlled syllables.

1(2) (B) (vi) Demonstrate and apply phonetic knowledge by identifying and reading at least 100 high-frequency words from a research-based list.

Reading 1(6) (I) Monitor comprehension and make adjustments such as rereading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.

1(7) (D) Retell texts in ways that maintain meaning.

1(10) (B) Discuss how the use of text structure contributes to the author’s purpose.

Writing 1(7) (B) Write brief comments on literary or informational texts.

Speaking and Listening 1(10) (C) Discuss with adult assistance the author’s use of print and graphic features to achieve specific purposes

Blackline master

Snake vs. Bird

Who is hiding there?

Can you figure out what is hiding in each of the photographs?

What animal can you see?

Lesson Plans

Activity card

Who can catch the most animals to eat?

1. Work with a friend and decide who will be Snake and who will be Bird. Cut out the name tags. Use sticky tape to put on your name tags.

2. Cut out all the cards below.

3. Use the cards to play a game of memory.

Who will win: Snake or Bird?

Why is the animal hard to see?

Name tags:

Snake

✂ Bird

✂

Early reading stage Level F (10)

Keeping Safe reports on how some animals stay safe from predators.

Readers are encouraged to find the animals in the photographs.

Running words: 190 Text type: Report

Looking For Lunch is a story about a bird and a snake that look for lunch in a forest where the animals are very good at hiding.

Running words: 235 Text type: Narrative

High-frequency words

Key vocabulary

New: any be eat/ing from just keep know long many other very would

animals bird/s brown butterfly caterpillar catch feet flower forest frog/s green hangs helps hid hides holds hungry insect/s leaf leg lunch log moth plant pond rock spider/s tree under worm/s

Phonics

• I dentifying the vowel digraph “a–e” as in snake, safe • Identifying the vowel digraph “i–e” as in hide, time

Text features Keeping Safe Looking For Lunch

• Q uestions and answers; photographic index • Exclamation points; question marks • I llustrations support the text

Reading strategies

• U sing semantic cues to decode • Using semantic cues to reread and correct

Texas Essential Knowledge and Skills

Assessment Can the student refer to the text to find specific information?

Can the student use this information to fill in a data chart?

Flying Start to Literacy Lesson Plans Keeping Safe / Looking For Lunch © 2009–2019 EC Licensing Pty Ltd.

Flying Start to Literacy Lesson Plans Keeping Safe / Looking For Lunch © 2009–2019 EC Licensing Pty Ltd. Developed by Eleanor Curtain Publishing

© 2009–2019 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2009–2019 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice.

All other rights reserved.

okapi educational publishing

Text: Kerrie Shanahan and Lyn Reggett Consultant: Susan Hill Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.flying-start-to-literacy.com

Phonics 1(2) (B) (iii) Demonstrate and apply phonetic knowledge by: decoding words with closed syllables; open syllables; VCe syllables; vowel teams, including vowel digraphs and diphthongs; and r-controlled syllables.

1(2) (B) (vi) Demonstrate and apply phonetic knowledge by identifying and reading at least 100 high-frequency words from a research-based list.

Reading 1(6) (I) Monitor comprehension and make adjustments such as rereading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.

1(7) (D) Retell texts in ways that maintain meaning.

1(10) (B) Discuss how the use of text structure contributes to the author’s purpose.

Writing 1(7) (B) Write brief comments on literary or informational texts.

Speaking and Listening 1(10) (C) Discuss with adult assistance the author’s use of print and graphic features to achieve specific purposes